Despite the importance of interaction and teacher questions in academic Korean classes, systematic questions based on learners' cognitive and definitive aspects are not being accomplished in real classroom classes, and thus learners' responses are not occurring properly. Therefore, this study aimed to typify, categorize, and analyze various questions of Korean teachers currently being accomplished in the field of Korean language education. Furthermore, I tried to compare and analyze teacher questions in liberal arts and major Korean classes and draw implications for effective questioning strategies by linking them with learners' characteristics and responses. Accordingly, I proposed an effective strategy that can help teachers plan questions in the classroom appropriately for easy application in the on-site Korean language classes, promoting classroom interaction, and improving academic communication skills.